Some parents question how global warming is taught in schools

Sky Barsch
Burlington Free Press
Mar. 20, 2007

In Montpelier earlier this year, Bill Burrell’s sixth-grade students testified before legislative committees about global warming and what Vermont can do about it. The students also are immersed in conservation and alternative energy projects.

In South Burlington recently, a middle school math teacher used a portion of Al Gore’s documentary, “An Inconvenient Truth,” to illustrate linear equations. An English teacher used the movie to spark opinion writing. Another documentary, “Too Hot Not To Handle,” was shown in a science class during a climate and weather unit to help illustrate the effect that human beings have on the environment, according to Frederick Tuttle Middle School Principal Joe O’Brien.

In Jericho this week, Jericho Elementary School students put on a play about global warming.

As global warming has shifted from the subject of scientific trade journals and alternative media to the center of the public and political arenas, it also has become a hot topic in public schools. That has some parents questioning what their children are hearing. Parents who disagree with the global warming theory, or who chalk it up to environmental alarmists or political hyperbole, are finding that their points of view aren’t given the attention afforded the “other side.”

This has educators wondering if global warming is the next intelligent design versus evolution debate?

“That’s always a very delicate situation, that we provide a balance,” O’Brien said of the global warming discussion. O’Brien was contacted recently by parent Linus Leavens, who was upset that “An Inconvenient Truth” and “Too Hot Not To Handle” were shown to his children.

Although school officials say the movies were used as a tool to illustrate linear equations and to show how an argument can be presented, Leavens is still concerned that countering theories were not shown.

Leavens said he is not convinced that humans are causing climate change. He points to the views of S. Fred Singer, an atmospheric physicist at George Mason University who is skeptical of global warming theories such as those discussed in Gore’s movie, and wants to ensure that the views of global warming dissenters are presented at school. Also, he complains, Gore is a politician.

"Al Gore is a political animal,” Leavens said. “That, I have an issue with. There are people out there who are not buying the left-wing environmental blitz hook, line and sinker. I want both sides to be presented.” ?

THEORETICAL DEBATE

All scientific theories are just that — theories. Cell theory and atomic theory aren’t “proven,” just as the global warming theory isn’t proven, says Judy Allard, a biology teacher at Burlington High School. At some point, cell and atomic theories were controversial, too; but these days, a parent would be hard-pressed to find a public school that spent equal time teaching opposing cell or atomic theories.

Allard said the political attachment to global warming — like the religious factor in the creation and evolution debate — keeps it controversial and prevents objective evaluation of the evidence.

“Global warming, 20 years ago, even 10 years ago, was thought of as sort of a wing-nut idea. It’s not a wing-nut idea anymore because of the data that’s accumulated,” Allard said. “It still involves interpretation, but the political attachment is what makes it difficult. It’s easier to deny that it exists than to say it does and we have to do something about it.”

Allard also pointed to the growing evidence that supports the evolution theory, but said religious fundamentalism gets in the way of acceptance.

Schools are still careful to point out that evolution is one theory and that there are others, O’Brien said.

“The development of the universe — some parents strongly object to it,” O’Brien said. “We always preface that unit by saying this is a scientific approach and others have other theories. We have parents that do object to us talking about the word ‘evolution.’” ?

'DENIERS’

As with any theory, global warming has its dissenters. Leavens is one, and he said he doesn’t appreciate being viewed as though he “thinks the earth is flat” and his “head is in the sand.”

Leavens has problems with Gore’s movie, and he questions Hollywood’s profits.

“The real question and concern is, are we getting our science curriculum from Hollywood? Because Hollywood is known for a lot of things, but the foundation for science and critical thinking, it’s not.”

Burlington resident Steve Coss also questions the science.

“My concern is there just doesn’t seem to be any balance anymore,” Coss said. “It’s like if you question the science you’re actually called a denier now. It’s like the Holocaust deniers.” ?

STUDENT RESPONSE

Jericho Elementary School third-grade teacher Sharyl Green said she anticipated controversy when she began discussion of “what an erratic climate pattern this is,” she said. So she wrote to parents to explain her intention — to educate, not alarm. And she’s been successful, she said.

“They are eating it up,” Green said of her students. “They are very in touch with it. I don’t think they feel saddened or distracted by it. Most are hungry for information. I don’t think that they feel responsible for it; they understand we need to change habits.”

Students put on a global warming play Thursday.

Green said she will show some clips from “An Inconvenient Truth,” that focus on climate change, not Gore.

“I have seen the film myself, and it certainly was a catalyst for me,” Green said, “but I don’t think that it’s necessary or appropriate to show the whole thing. Al Gore’s life is not what we’re talking about.”